
W3 

Teachers College Syllabi, No. 5 Pr*V* -20 G~V»/j 

OLD SERIES: EXTENSION SYLLABI, A, 16 

Cearijers College 
Columbia ^Enttoersttp 

A Syllabus of a General Course 

ON THE 

Theory and Practice of Teaching 
in the Secondary School 

I. The Theory and Practice of Secondary Education in the 
United States. 

II. The Teaching of Several Subject-Groups in the Sec- 
ondary School Course. 

A. English C. Latin and Greek 

B. History D. Modern Languages — 
< German and French 

BY 

JULIUS SACHS, Ph. D. 

Professor of Secondary Education, Teachers College 



Published by 

3eacber$ College, Columbia tnntversttg 

5*5 WEST 1 20th STREET 
NEW YORK CITY 

Copyright, 191 3 

Monogfapk 



i 



Teachers College Syllabi, No. 5 Price 20 Cents 

OLD SERIES: EXTENSION SYLLABI, A, 16 



Ceadjers College 
Columbia Unfoersttp 

A Syllabus of a General Course 




ON THE 



Theory and Practice of Teaching 
in the Secondary School 



I. The Theory and Practice of Secondary Education in the 

United States. 

II. The Teaching of Several Subject-Groups in the Sec- 

ondary School Course. 

A. English C. Latin and Greek 

B. History D. Modern Languages — 

German and French 

BY 

JULIUS SACHS, Ph. D. 

Professor of Secondary Education, Teachers College 



Published by 

Geacbers College, Columbia "BlntversltB 

525 WEST 120th STREET 

NEW YORK CITY 

Copyright, 191 3 






% 



SECONDARY EDUCATION 



PREFATORY NOTE TO FIRST EDITION. 

The accompanying syllabus indicates the series of topics treated in a 
General Course on Secondary Education. It does not profess to cover 
every question that may be legitimately related to the field of inquiry; 
and the outline here offered is to be considered primarily suggestive of 
the trend pursued. 

The references to the literature of the subject make no claim to com- 
pleteness ; the books and articles quoted have helped in a positive and 
negative sense to mold the views set forth in the lectures ; if to some 
readers there appears more than the usual attention to works in foreign 
languages, it may at least remind students of education, how valuable an 
acquisition to them the mastery of German and French is likely to be. 
At the same time a valuable opportunity for comparison of foreign and 
American methods of investigation is afforded which will enable us to 
appreciate a number of careful recent American studies. 

In the second half of the course several of the leading subjects taught 
in Secondary Schools are taken up individually ; and the various ten- 
dencies reflected in the teaching of them are brought to the notice of 
students, together with a survey of the methods that have been and are 
now applied by prominent teachers. 

In the actual conduct of the course similar outlines are offered for the 
Mathematics, the Natural Sciences, Manual Training, etc. 

From the many articles on method that constantly appear in educa- 
tional journals, and from the more comprehensive treatises, it was 
necessary to make a restricted choice which naturally reflects personal 
judgments. 



©CI A3 54 03 5 



Theory and Practice of Teaching in the 
Secondary School 

Part I. Secondary Education in the United States 

I. Introduction. 

Education as promoter of national welfare. 
Education as part of the social question. 
Education furnishes miniature problems of life. 

References : 

English Special Reports on Educational Subjects, vol. IX, 23. 

Sadler, Report on Secondary Education in Liverpool. 

Eliot, C. W., The Functions of Education in Democratic Society, in 
Educational Reform. 

Butler, N. M., Democracy and Education, in The Meaning of Edu- 
cation. 

Jordan, D. S., The Voice of the Scholar. 

Harper, Wm. R., The Trend in Higher Education, pp. 1-34. 

Dewey, John, The School and Society, 1899. 

Harris, Wm. T., The Individuality of the Pupil, Educational Review, 
XXIV, p. 229. 

Our Secondary Schools from the German Point of View, in "Reise- 
berichte iiber Nordamerika," reports to the Prussian Minister of 
Commerce and Industries, 1904 (Haus der Abgeordneten, Druck- 
sache No. 257), introductory essay on Secondary Schools, pp. 7-44. 

Englisches Erziehungswesen in Monatschrift fur hohere Schulen, 
pp. 129-160. 

II. Relation of Secondary Education to other parts of the Educational 
System : 

1. to the elementary school, 

2. to the college, 

3. to the professional school. 
Origin of term : Secondary Education. 

Various types of Secondary Schools and their evolution. 
Doctrine of development of efficiency and initiative in Secondary 
School period. 

References : 

Brown, E. E., The Making of our Middle Schools. 

Brown, E. E., History of Secondary Education in the United States, 

School Review, vol. V, pp. 84, 139, 193, 269. 
Brownson, Relations between Colleges and Secondary Schools, in 

School Review, Oct. 1910, p. 546. 
Dexter, History of Education in the United States. 
Sadler, English Special Reports on Educational Subjects, vols. X and 

XL 
Elliott, Edward C, The Genesis of American Secondary Schools in 

Their Relation to the Life of the People, in the Fourth Yearbook 



4 Theory and Practice of Teaching in the Secondary School 

of the National Society for the Scientific Study of Education, 

1905, pp. 11-26. (N. S. S. S. E.) 
Butler, N. M., The Function of the Secondary School in The Meaning 

of Education. 
Hanus, Paul M., Educational Aims and Values, pp. 1 13-138. 
National Conference on Secondary Education, Evanston, 1904. 
Butler, N. M., Education in the United States, 2 vols. 1900. — articles 

by Brown, E. E., and Harris, Wm. T. 
Inglis, The Rise of the High School in Massachusetts, Teachers Col- 
lege, Columbia University Contributions to Education, 191 1. 
Public High School in the relation to Colleges, in St. Louis School 

Reports, 1872-73, 54 ff. 
Young, Ella Flagg, The Public High School, School Review, Feb. 1910. 
Hadley, The Meaning and Purpose of Secondary Education, School 

Review, vol. X, pp. 729-741. 
Mark, H. T., The American and the English Public Elementary School, 
Educational Review, March 1902, p. 250 ff. 
Hinsdale, Notes on the History of Foreign Influences upon Education 

in the United States, in Report U. S. Commissioner of Education, 

1897-1898, I, 591. 
Proceedings of the National Education Association, passim, especially 

of 1897, 1901, 1903, 1904. 
Coulter, J. M, What the University Expects of the High School, 

School Review, Feb. 1909, pp. 73-85. 
Osborne, Henry F., The Seven Factors of Education, Educational 

Review, June 1906, p. 56. 
Burstall, English High Schools for Girls. 
Burstall, Education of Girls in America, chap. III. 
Burstall, Impressions of American Education, chap. II. 
Sachs, The American Secondary School, part II, chap. II. (See foot- 
note reference in this chapter.) 
Thornton, J. S., Schools Public and Private in the North of Europe, 

in English Special Reports, vol. XVII. 
Phelps, Teaching in School and College, pp. 41-50. 
Jackson, G. L., History of Secondary Curriculum since the Renaissance, 

in Johnston's High School Education, chap. III. (Applicable to 

private school curricula (historical). 
Chancellor, Our Schools, chap. X. 
Brown, E. E., The Making of our Middle Schools. 
Norwood and Hope, Higher Education of Boys in England (English 

Public Schools). 
Files of The Private Schoolmaster (a monthly published in London). 
Royal Committee on Secondary Education, on Private Schools, vol. 

VII, p. 355. 
Landeserziehungsheime in J. Loos' Encyklopadisches Handbuch der 

Erziehungskunde, vol. I, p. 942 ff. 
Public and Private High Schools — Report of Commissioner of Educa- 
tion for 191 1, vol. II, chap. XXXI. 
The Public School from Within — Essays by Schoolmasters, Sampson 

Low & Co. 

III. At what point does Secondary Education properly begin? 

Vagueness of boundary line (Hall, Eliot), accidental and arbitrary 
divisions; difficulties of change; need of adjustment; recognition of differ- 
ences among children. 



Secondary Education in the United States 5 

References : 

Eliot, C. W., Improvement of Secondary Education, Educational Re- 
view, May 1903. 

Hall, G. Stanley, Youth. 

Snedden, David S., Differences among Groups of Children, Manual 
Training Magazine, Oct. 1908. 

Kendall, Pupils of Varying Ability, N. E. A. Department of Superin- 
tendence, Feb. 1908, 34 ff. 

Pedagogical Seminary, vol. XII. Articles by Puffer. 

Laurie, Training of Teachers, pp. 155, 159, 165. 

Sadler, Educational Review, Nov. 1904, p. 376. 

Sisson, The Genius of the American High School, Educational Re- 
view, Jan. 1909. 

Differences in Children, Retardation, etc., vide Proceedings, N. E. A. 
1920, pp. 143-265. 

Falkner, Retardation, Educational Review, Sept. 1909, p. 122. 

IV. Outlook upon the Elementary School. 

Character, objects and methods of the elementary school. 
Interest or scientific insight? 
Aims of Elementary Education. 

Time required for purposes of the elementary school. 
Do the same aims hold for elementary and secondary schools alike? 
Comparison of the teaching process and of the various types of school- 
exercises in the elementary and secondary schools. 

References : 

Thorndike, Principles of Teaching, chap. I. 

Bagley, Educative Process, chaps. VIII-IX. 

Aldrich, The Time Limit of Secondary Education, Educational Review, 
May 1903, 438 ff. 

Findlay, in Report of Royal Commission on Secondary Education, vol. 
VIII, p. 377. 

Report of Committee of Fifteen. 

Howison, Geo. H., On the Correlation of Elementary Studies, Report 
of Commissioner of Education for 1895-96, vol. I, pp. 934-938. 

Farrington, The Public Primary School System of France. 

The Elementary School Curriculum, Teachers College Record. 

Schiller, Hermann, On the Value of Elementary School Teaching Pro- 
cesses to the Secondary Teacher, in Pddagogische Seminarien, 
p. 140 ff. 

Heeter, Economy in Course of Study, Proceedings of N. E. A., Feb. 
1908. 

V. Transition to Secondary School System 

Doctrine of Continuity; what constitutes real continuity? 
Evolution from primary to secondary school. 
The departmental idea. 
Correlation and cooperation. 

References : 

Kilpatrick, Van E., The Adaptation of Departmental Teaching to Ele- 
mentary Schools, Educational Review, April, 1907, pp. 356-368. 



6 Theory and Practice of Teaching in the Secondary School 

Kilpatrick, Van E., Departmental Teaching in Elementary Schools, 
(The Macmillan Co., 1908). 

St. Louis School Reports, for 1870, p. 62; for 1871, p. 85. 

Harris, Wm. T., Report Commissioner of Education for 1893, vol. I, 
p. 482. 

Laurie, Training of Teachers, p. 60. 

Mahy, M. Catherine, Aesthetic Appreciation of Literature in Second- 
ary Education, in School Review, vol. XV, pp. 731-743 (corre- 
lation with elementary work). 

Gordy, J. P., A Broader Elementary Education, chaps. XVII, XX, 
XXI. 

Smith, D. E., School Science and Mathematics, IX, pp. 629-631. 

VI. Present Status of Secondary Education. 

The prevailing attitude toward public and private secondary schools. 

The taxpayers ; legislation. 

Assumption of financial burdens. 

Length of course, four, five and six years. 

Lack of time ; overcrowding of programs. 

Suggestions of change; object. 

Present tendencies — cultural, vocational. 

Shall high schools anticipate college work? 

References : 

Huling, R. G., in Educational Review, II, pp. 40-56; II, 123-139; XX, 
463-474- 

Report of Committee of Ten, 1892. 

Kelsey, The Future of the High School, Educational Review, XI, pp. 
IS7-I78. 

Educational Review, XXIII, pp. 264 ff, 503 ff, 511 ff. 

Dutton and Snedden, Administration of Public Education in the United 
States, especially chaps. X and XX, with the bibliography at the 
close of each chapter. 

Coy, A Readjustment of the High School Curriculum. Proc. N. E. A., 
1903, p. 177- 

Eliot, C. W., More Money for the Public Schools, 1904. 

Report Commission on Extended High School Curriculum, Cleveland, 
1902, Geo. D. Pettee, Chairman. 

Basis of an Efficient Education — Culture or Vocation, in School Re- 
view, XV, p. 333 ff. p. 340 ff. p. 358 ff. 

Shorey, Paul, The Case for the Classics, School Review, XVII, 585-617. 

Sixth Yearbook of National Society for Scientific Study of Education, 
pp. 7-61, On Vocational Studies, etc. 

Vocational Subjects in High School Curriculum, in Fourth Year- 
book of the National Society for the Scientific Study of Educa- 
tion, Part II, in Sixth Yearbook, Part I. 

Sachs, J., The Elimination of the First Two College Years: A Protest, 
in Educational Review, Dec. 1905, p. 488 ff. 

Salmon, L. M., The Encroachment of the Secondary Schools on the 
College Curriculum (Proceedings of 20th Annual Convention of 
Assn. of Colleges and Preparatory Schools of Middle States and 
Maryland, 1906, pp. 56-63). 

Cary, C. P., Proposed Changes in the Accrediting of High Schools, 
School Review, April, 1909, pp. 223-9. 



Secondary Education in the United States 7 

VII. Statistics. 

Interpretation of statistics. 

Comparison of attendance with records of other countries, notably 

Germany. 
The spread of secondary schools desirable under what conditions? 
General characteristics of secondary school. 
Free option in attendance in place of compulsory attendance; the 

elective system ; its influence on the work of the school, its dangers 

and advantages. 
The continuation school. 

References : 

Snedden and Allen, School Reports and School Efficiency. Report of 

Commissioner of Education, 1898, p. 1477, and 1902, p. 2209. 
Thorndike, E. L., The Quantitative Study of Education, Forum, vol. 

XXXVI, p. 448. 
Thorndike, E. L., A Neglected Aspect of the American High School, 

Educational Review, vol. XXXIII, pp. 245-255. 
Lexis, Das Unterrichtswesen im Deutschen Reich, II, p. 176-221. 
Rein, Encyklopddisches Handbuch der Pddagogik, VIII, pp. 1-12, with 

bibliography. 
Jordan, David Starr, Science, March 19, 1909, pp. 400 ff. 
Bascom, John, American Higher Education, Educational Review, 

vol. XXXIV, pp. 130-143. 
Eliot, C. W., Educational Reform, pp. 135 ff. 
Eliot, C. W., University Administration, pp. 131-174. 
Briggs, LeBaron R., School, College and Character, pp. 33-65- 
Hartwell, Economy in the Secondary Schools, Educational Review, 

Sept. 1905. 
Pritchett, Industrial and Technical Training in Popular Education. 

Educational Review, vol. XXIII, pp. 281-393. 
Flexner, A., Adjusting the College to American Life, in Science, 

March 5, 1909, p. 371. 
DeGarmo, Ch., Industrial Education, in School Review, March, 

Draper, Uniformity and Diversity in Education, in N. E. A. Depart- 
ment of Superintendence, 1908, 105-123. 

Industrial Education, in Annals of the American Academy of Political 
and Social Science, Jan. 1909. 

Industrial Education in Germany, in Special Consular Reports of 
Dept. of Commerce and Labor, vol. XXXIII. 

Sadler, M. E., Continuation Schools in England and Elsewhere, Man- 
chester, 1907. 

First and Second Reports of the Mass. Commission on Industrial Ed- 
ucation, 1907, 1908. 

Kerschensteiner, Georg., Staatsbiirgerliche Erziehung der deutschen 
Jugend, Erfurt, 1906. 

Kerschensteiner, G., Grundfragen der Schulorganisation, 1907, pp. 



VIII. General Aims of Education applied to Secondary School. 
Relation of aims to the development of the adolescent pupil. 
Imitative spirit gives way to spirit of inquiry. 



8 Theory and Practice of Teaching in the Secondary School 

Desire for knowledge. 

Training to judgment — dangers. 

Enthusiasm, inspiration. 

Capacity to receive stimulus. 

Limitations to progress. 

Do physical and mental growth keep pace? 

References : 

Hall, G. Stanley, Adolescence, 2 vols., chaps. X, XII, XV, XVI, XVII. 

Home, H. H., Psychological Principles of Education, chaps. XIII, 
XIV. 

Thornton, Recent Educational Progress in Denmark, in English Special 
Reports I, 592 ff. 

Henderson, Education and the Larger Life, chap. VII. 

Mark, H. T., Individuality and the Moral Aim in American Education, 
chap. VII. 

Butler, N. M., The Meaning of Education, chaps. VI, VII. 

Deahl, Imitation in Education (Columbia Contributions to Philosophy, 
vol. VIII). 

Bryan, Compensation in Secondary Schools, N. E. A., Dept. of Super- 
intendence, 1907, 54 ff. 

Triplett, N., Pedagogical Arrests and Peculiarities, in Pedagogical 
Seminary, XII, pp. 141-157. 

Harris, Wm. T., Psychologic Foundations of Education, p. 142. 

IX. Responsibilities of Secondary Teacher contrasted with those of 
Primary Teacher. 
Value of personality. 
Teaching capacity, its importance. 

Prevalent misconceptions on this point in the United States and in 
Europe. 

References : 

Benson, The Personality of the Teacher, Educational Review, March 

1909, p. 217 ff. 
Balliet, T. M., Influence of Present Methods of Graduate Instruction 

on Teaching in Secondary Schools, School Review, XVI, pp. 217- 

225. 
Fries, W., Die V orbildung der Lehrer fur das Lehramt, Munich, 1895, 

especially pp. 108-178. 
Findlay, J. J., The Study of Education, English Special Reports, II, 

PP- 358-373, with bibliography, pp. 373"376\ 
Luckey, G. W. A., The Professional Training of Teachers in the 

United States, 1903, chap. VI. 
Book, Wm. F., The High School Teacher from the Pupils' Point of 

View, Pedagogical Seminary, XII, p. 239 ff. 
Howison, G. H., Contributions to the History of American Teaching, 

Educational Review, 1910, p. 463. 
Benson, Upton Letters, pp. 32, 33 et passim. 

X. The Teacher. 

Attitude toward his profession. 

Knowledge of subject matter; college studies. 



Secondary Education in the United States 9 

Advocacy of Schulwissenschaften (special study of subjects with 

regard to their presentation in teaching). 
The art of teaching; value of pedagogic training. 
The novice; theory and practice. 
Practical pedagogy. 

Quintilian on the manners and duties of the teacher. 
Distinctness of plan. 
Essentials and incidentals. 
Rate of advance dependent on : 

i. Object of the lesson, 

2. Subject matter, 

3. Status of pupils. 
Rigidity of scheme or flexibility. 

References : 

Findlay, J. J., Principles of Class Teaching, pp. 12 ff. 

Brereton, Cloudesley, in London Educational Review, 1908, pp. 720 
and 793. 

Relation of Theory to Practice in Education, in Second Yearbook of 
National Society for Scientific Study of Education, Part II, 1903, 
also Third Yearbook, Part I, Fourth Yearbook, p. 63 ff. 

Baumann, Julius, Schulwissenschaften als besondere F'dcher auf Uni- 
versitdten, Leipzig, 1899. 

Farrington, Strayer and Jacobs, Observation and Practice Teaching, 
especially pp. 49, 64-66, 71 ff. 

Matthias, A, Praktische Pddagogik, 3rd Edition, Munich, 1908, p. 9 ff. 

Home, H. H., Psychological Principles of Education, chap. IV, Essen- 
tial Qualifications of the Teacher. 

Palmer, Geo. H., The Teacher and other essays, 1908. 

Thomas, J. T., Teachers Meetings, Education, Sept. 1909, p. 45. 

Watson, F., The Schoolmaster in His Post, Educational Review (Lon- 
don), 1898, pp. 98 ff. 

XI. The Recitation and its Nature. 

Diverse conceptions ; quantity and quality of work. 

The life of the recitation. 

Danger of divided interest. 

Correlation of information. 

Rate of progress — flexibility in advance. 

Reviews and their part in school work. 

Various kinds of reviews. 

References : 

Meriam, J. L., Recitation and Study, School Review, Nov. 1910, 627 ff. 

Bagley, W. C, The Educative Process, chap. XXI. 

Farrington, Strayer and Jacobs, Observation and Practice Teaching, 

p. 59; including Method of the Recitation, outline by E. E. Jones. 
Strayer, G. D., Syllabus on the Theory and Practice of Teaching in 

Elementary Schools, p. 7. 
McMurry, The Method of the Recitation. 
Matthias, Praktische Pddagogik, pp. 30-143 (Section II). 



10 Theory and Practice of Teaching in the Secondary School 

Dewey, John, Interest in Relation to Training the Will, in Second 

Herbart Yearbook, 1895. 
Thorndike, E. L., Principles of Teaching, p. 105 (Attention). 
Ostermann, Interest in its Relation to Pedagogy. (Kellogg's Teachers' 

Library, No. 19), pp. 88 ff. 
Adamson, The Practice of Instruction, section III. 
McMurry, C. A., General Method, chap. III. 
Findlay, J. J., Principles of Class Teaching, chap. XIII. 
Greenwood, J. J., Retardation of Pupils in their Studies, Educational 

Review, April 1909, pp. 342-8. 

XII. The Role of the Teacher in the Recitation. 

Preparation by teacher for class-exercises. 

Principles of preparation; various forms of preparation. 

Relation of preparation to class use. 

Presentation by teacher. 

Art of narration, of description. 

Imitation and its role. 

Concreteness ; visualization, external and internal. 

Illustrative material in the various subjects of high school work. 

References : 

Bagley, Class-management, chap. XIII. 

Mackel, Preparation of Lessons, Monatscrift fur hohere Schulen, IX, 
26-34. 

Fitch, Lectures on Teaching, chap. I. 

Henderson, Education and the Larger Life, chap. VII, p. 224 ff. 

DeGarmo, Interest and Education, chaps. VIII-XIII. 

Young, The Teaching of Mathematics in Prussia, chap. XIV (presen- 
tation by teacher). 

Dutton, S. T., Social Phases of Education in the School and Home, p. 
24 ff. 

XIII. Question and Answer. 

The question as an implement of teaching. 

School questioning and ordinary questioning. 

Psychological insight. 

Various types of question, their relation to mental processes. 

Form of question, of answer. 

Fertility in questioning; results. 

Formulas in teaching. 

References : 

Fitch, J. G., Art of Questioning. 

Reinstein, Die Frage im Unterricht. 

Barnett, P. A., Teaching and Organisation, pp. 313-330. 

Greenwood, Method in Teaching, Educational Review, 1904, Oct. 

p. 240. 
Matthias, Praktische P'ddagogik, 104-118. 
DeGarmo, Interest and Education, chap. XIV. 
McLellan, Applied Psychology, chaps. IX and X. 



Secondary Education in the United States 11 

Strayer, Syllabus on the Theory and Practice of Teaching in Elemen- 
tary Schools, pp. 9, 13. 

Rein, Encyklopddisches Handbuch der Pddagogik (2nd edition) II, 
953-963 in article : Die Frage im Unterricht. 

Stevens, R., The Question as a Measure of Efficiency, Columbia Uni- 
versity Contributions to Education, 1912. 

Betts, The Recitation, chap. III. 

XIV. Teaching Pupils to Study. 

Theory of work in the high school. 

Cooperative class-work. 

Text-books and the teacher. 

Prevalent American theory as to text-books. 

Nature of text-books. 

Dominance of the text-book, its advantages and disadvantages; sound 

teaching methods with respect to text-books. 
Parallel texts. 
Teacher's sources of information. 

References : 

Harris, Wim. T., in Butler's Education in the United States, I, pp. 86- 

87. 

Harris, Wm. T., Report of St. Louis Schools for 1870, p. 180. 

Armstrong, H. E., in Laurie Magnus's National Education, London, 
1901, pp. 103-127. 

Heckmann, Selbstbetatigung (Self -activity), Monatschrift fur hohere 
Schulen, IX, 65-75. 

Hinsdale, B. A., The Art of Study. 

Ruediger, Wm. C, Teaching Pupils to Study. Education, March, 
1909, 437-446. 

Hamilton, Saml., The Recitation, pp. 311-335. 

Goodwin, E. J., Some Characteristics of Prussian Schools, Educa- 
tional Review, XII, p. 453 ff. 

Earhart, L., Systematic Study in Elementary Schools. 

Rein, Encyklopddisches Handbuch der Pddagogik (2nd edition) II, 
under article: Form des Unterrichts (863-866). 

Scott, F. N., A Brief Catechism on Text-books. Educational Review, 
April, 1909, 359-361. 

McMurry, The Method of the Recitation, chap. XIII, (on text-books). 

McMurry, How to Study. 

XV. High-School Courses. 

Variety of courses; arrangement. 

Apportionment of work to the several high-school years. 

Subjects inappropriate to high-school courses. 

Typical programs ; criticism. 

Tentative programs. 

Curricula for Secondary Schools. 

Study of foreign models. 

The study-groups. 

The question of elective studies. 



12 Theory and Practice of Teaching in the Secondary School 

Individualism as a privilege and as an obligation. 
Doctrine of Duty versus Interest. 

References : 

Butler, Education in the United States, I, 178 ff. 

Coy, E. W., Uniform Course of Studies for High Schools (Proc. 
N. E. A., Department of Secondary Education, 1889). 

Robinson, O. D., Electives in the High Schools (Proc. N. E. A., 1894). 

Harris, Wm. T., Curriculum for Secondary Schools, published in Proc. 
N. E. A., 1894, pp. 496-508; also in Education, 14, 573-592. 

Harris, Wm. T. The Neciess for Five Co-ordinate groups of Studies 
in the Schools, Educational Review, XI, 323-334. 

Hanus, Attempted Improvements in the Course of Study, Educational 
Review, XII, 435-452. 

Dewey, John, Educational Review, XXII, 26-49. 

Amen, H. P., Is the Curriculum Crowded? Educational Review, XIX, 
417-436. 

James, Wm., Talks to Teachers, pp. 7-9. 

Phillips, D. E., The Elective System in American Education. Peda- 
gogical Seminary, VIII, 206-230. 

Rein, Encyklop'ddisches Handbuch, I, 670-679. 

Ware, Educational Foundations of Trade and Industry, pp. 39-40, 86, 
passim. 

Johnston, High School Education, 1912. 

Russell, James E., German Higher Schools, chaps. XI-XXI. 

Sadler, Sir Michael, Impressions of American Education. Educational 
Review, March, 1903, 217-232. 

Mark, H. T., Individuality in American Education, pp. 168-170. 

Report of the Commissioner of Education, 1892, Part II, chap. Ill, 
German Criticism of American Education. 

Hadley, Arthur T., Educational Methods and Principles of the 19th 
Century, Educational Review, Nov. 1908, p. 580 ff. 

Richardson, Myron W., Making a High-School Programme, School Re- 
view, XVII, 449 ff. 

Briggs, LeB. R., School, College and Character, p. 34. 

Schwarz, H., The Study of Experimental Pedagogy in Germany, 
School Review, Dec. 1908, 633-645. 

XVI. Class Management. 

Virility of school-work. 

Questions of time-distribution. 

The tempo of the class exercise. 

Physical bearing of teacher. 

School rules. 

Information as an effective tool. 

Self-discipline in the school. 

Educational and moral advantages for various types of pupils ; the very 

bright, the average and the weak pupil. 
Men and women as teachers. 

References : 

Baldwin, J., The Art of School Management. 

Bagley, Class-room Management, Part I, and chap. XIII of Part II. 



Secondary Education in the United States 13 

Barnett, P. A., Teaching and Organization; chap, on Form-Manage- 
ment, pp. 295-311. 

Eliot, C. W., American Contributions to Civilisation, chap. VIII, 222- 
233- 

Bardeen, C. W., Why Teaching Repels Men. Educational Review, 
April, 1908, 351 ff. 

Reports of the Moseley Commission. 

Henderson, Education and the Larger Life, 224 ff. 

Jacobs, W. B., Characteristics of an Efficient Secondary Teacher, 
School Review, XII, Nov. 706-716. 

Harris, Wm. T., The Reports of the Moseley Commission, Educational 
Review, XXVIII, 109-129. 

Maxwell, Wm. T., Present Problems of the School, Educational Re- 
view, Nov. 1904, 378-395. 

Phillips, D. E., The Teaching Instinct, Pedagogical Seminary, VI, 
188-245. 

Cleveland, Predominance of Female Teachers, Pedagogical Seminary, 
XII, 289 ff. 

XVII. Recognition of Teaching as a Profession. 

Obstacles — effect on school system. 

Salaries and tenure of office. 

Evils of dilettantism. 

Educational requirement of high-school teachers. 

Mode of appointment; credentials. 

References : 

Dutton and Snedden, Administration of Public Education in U. S., pp. 
241-275. 

Report of the Committee on Salaries, Tenure, etc. National Educa- 
tional Association, 1905. 

Findlay, Royal Commission on Secondary Education, VIII, 380. 

Russell, James E., Training of Teachers for Secondary Schools, Edu- 
cational Review, 1897, p. 364. 

XVIII. Professional Preparation of Secondary Teachers in the United 
States. 

Normal Schools, their status and aims ; advantages and shortcomings. 

College and university departments of education; their history, their 

courses ; wide diversity of scheme, need of observation and practice. 

References : 

Russell, J. E., The Training of Teachers for Secondary Schools, Edu- 
cational Review, XVII, 364-379. 

Fourth Yearbook of National Society for Scientific Study of Educa- 
tion, Part I, p. 104 ff. (Bibliography) ; also Part II, p. 53 ff. 

Relation Between Theory and Practice in Training of Teachers, in 
Second Yearbook, etc., Part II ; Third Yearbook, Part I, p. 9 ff. 

Luckey, Professional Training, p. 114 ff, 183, especially chap. VI. 

Atkinson, Fred W., The Professional Preparation of Secondary Teach- 
ers in U. S. Leipzig, doctor-dissertation, 1893. 

Report of Committee of Fifteen, in Report Commissioner of Education, 
1893, I, P- 483 ff- 



14 Theory and Practice of Teaching in the Secondary School 

Report of Committee of Seventeen, in Proc. N. E. A., 1907, 523-669. 
English Special Reports on Educational Subjects, vol. X, pp. 421-460. 
St. Louis School Reports, 1907, pp. 184 ff, 197, 222, 298, 332; 1908, 48, 
115 ff. 

XIX. Lessons from German experience. 

Training of secondary teachers in Germany. 

Preparation for the career; investigation of record. 

Tests of attainment in subject matter by state examination, oral and 

written. 
Practice in subject courses and in the pedagogical seminary. 
Number of subjects to be offered. 
Pedagogic requirements before and after 1890. 
The Gymnasial seminary as a pedagogic training-school. 
Length and character of its course. 

The seminary year and the trial year; their aims, how secured. 
Value of this training. 

"Suchen und Versuchen" — Reflection and Trial. 
"Lehrproben und Leshrgange," a typical educational publication. 

References : 

Russell, German Higher Schools, chap. XVIII. 

Fries, Wilhelm, Die Vorbildung der Lehrer fur das Lehramt, Munich, 
1895, exhaustive both as history and description of present practice. 

Neff, Karl, Das Pddagogische Seminar, Munich, 1908. 

Chabot, Chas., La Pedagogie au Lycee, 1902, (Paris, A. Colin). 

Langlois, V., La Preparation Professionelle a V Enseignement Secon- 
dare, pp. 28-62, pp. 115-145. Paris, 1902. 

Young, J. W. A., The Teaching of Mathematics in the Higher Schools 
of Prussia, chap. IV, The Teachers. 

Paulsen, Fr., Geschichte des Gelehrten Unterrichts, II, 275. 

English Special Reports on Educational Subjects, vol. Ill, pp. 519-533. 

Findlay, J. A., On the Training of Teachers in Secondary Schools of 
Germany, in vol. V, Royal Commission on Secondary Education, 
London, 1895, PP- 121-129; also Special Reports on Educational 
Subjects, 2, 338-377. 

Morsch, H., Das h'ohere Lehramt, especially pp. 21-60. Leipzig, 1905. 

Matthias, A., Praktische Pddagogik fur h'ohere Lehranstalten, 1908. 

Brown, J. F., The Training of Teachers, etc. 1911. 

Sachs, J., The American Secondary School. 1912. 

XX. The College and the Secondary Teacher. 
Influence of training on college teaching. 
Influence of colleges on schools. 
Reports of Conference-Committees. 

References : 

Farrington, Strayer and Jacobs, Observation and Practice Teaching in 
College and University Departments of Education, National So- 
ciety of College Teachers, 1909. 

Noyes, A. A., On College Teaching, Science, Nov. 13, 1908. 

Hinsdale, Study of Education in American College, Educational Re- 
view, 19, pp. 112 ff. 



Secondary Education in the United States 15 

Schuyler, R. L., A Suggested Requirement for the Degree of Doctor of 
Philosophy, Educational Review, Sept. 191 1. 

XXI. Model-teaching: points to be observed. 
Selection of schools. 
Special functions of model teachers. 
Development of a model lesson. 
Standards of attainment. 
Attention, conscious and unconscious. 
The teacher's part. 

Clearness in procedure — summarizing. 
Individualization without sacrifice of class-progress. 
Duty of model teacher to himself and to candidate teachers. 
Preparation of succeeding lesson. 
Use of subsidiary appliances. 
The Herbartian formal steps in secondary teaching. 

References : 

Bagley, Class-Management, 194, 197. 

Bagley, Educative Process, ohap. XVIII, The Media of Instruction. 

Rein, Encyklop'ddisches Handbuch der Pddagogik, VI, pp. 22-29 (lit- 
erature of model lessons on various subjects). 

Hallesche Lehrproben und Lehrgdnge. Hefte 1-98. (Numerous model 
lessons, e. g., in No. 1, pp. 66, 81, No. 3, 46-57, No. 39, 80-104, No. 
47, 36 ff . No. 62, 67-80) . 

Herbart, J. F., Science of Education, 1902, pp. 142-153. 

DeGarmo, Essentials of Method, pp. 125-136, reproduces model-lessons, 
some of which are based on work in German Schools. 

McMurry, The Method of the Recitation, chap. II, (illustrative les- 
sons), chaps. XI, XIV (lesson plans). 

XXII. Guidance of Young Teachers. 
Helpful criticism of peculiarities. 
Value to pupils of sharp intellectual discipline. 
Sluggishness of pace an injury. 

References : 

London Board of Education — Suggestions for the Consideration of 

Teachers, 1905, pp. 26, 27. 
Petzoldt, Sanderschulen fur Hervorragend-befdhigte, Teubner, 1905. 
Harris, Wm. T., St. Louis School Reports, 1873, p. 135. 
DeGarmo, Interest, chap. X. 
Farrington, Equipment of School Principal, Educational Review, Jan. 

1908. 

XXIII. General Discussion of Desirable Qualifications in the Teacher. 
Physical qualifications ; manner and speech. 
Mental and moral qualifications. 
Discipline and moral education. 
Moral education and moral training? 
Sympathy — affection — study of individuality in pupils. 



16 Theory and Practice of Teaching in the Secondary School 

Confidence in youth. 

Self-control; dignity; authority; humor. 

Tact toward pupils, colleagues and superiors. 

Freshness of mind ; love of imparting. 

Perspective and flexibility. 

Rigorous self-criticism. 

Maintenance of intellectual ideals. 

References : 

Schiller, H., Handbuch der Praktischen Pddagogik, 1890, pp. 46-65. 

Munch, W., Geist des Lehramts, 1903, chaps. VI, IX and XV. 

Lehman, Erziehung und Erzieher, Berlin, 1901, chap. VI. 

Laurie, The Training of Teachers, p. 63 ff. 

Sadler, Sir Michael, English Special Reports, III, p. 245. 

Sadler, Sir Michael, Report on Secondary Education in Liverpool, pp. 
16, 17. 

Sadler, Sir Michael, Moral Instruction and Training in Schools, 2 vols. 
(Longmans). 

Benson, Arthur C, The Upton Letters, (Putnam, 1906), pp. 32, 33, 34, 
42, 52. 

Myers, G. E., Moral Training in the School, Pedagogical Seminary 
XIII, pp. 409-460. 

Moral Training in the Public Schools, five California prize essays 
(Ginn & Co., 1907). 

Consult, on Moral Education, Bibliography of Wm. T. Harris's writ- 
ings in Reports of Commissioner of Education, 1907, I, pp. 38-67. 

Colvin, S. S., The Educational Value of Humor, Pedagogical Semi- 
nary, xiv, 517. 

XXIV. Specialization in Secondary Schools. 
Former conceptions ; actual conditions. 
Statistics. 
Influence of colleges and universities on present tendencies toward 

specialization. 
Criticism of specialization. 

References : 

Barnett, P. A., Teaching and Organization, chapter on Specialization, 

332-343- 
Sachs, J., The Departmental Organization of Secondary Schools, 

Education, April 1907, pp. 484-96. 
Bascom, John, Changes in College Life, Atlantic Monthly, June 1903, 

P- 749- 
Canfield, James H., Wanted: A Teacher. Educational Review, Dec. 

1900, pp. 433-43- 
Magie, Wm. F., Boyle and Townley, or Observation and Reflection, 

address, Jan. 1904. 
Woodhull, John F., The Enrichment of the High School Course in 

Physics, report of 40th meeting of Eastern Assn. of Physics 

Teachers, Nov. 1904, pp. 7-12; also Science for Culture, in School 

Science & Mathematics, Feb. 1907. 
Woodhull, John F., Modem Trend of Physics and Chemistry Teaching, 

Educational Review, March 1906, pp. 236-247. 



Secondary Education in the United States 17 

XXV. The Home and the School. 

Cooperation — responsibility of home. 

Training by parents ; interference ; lack of home supervision. 
Social and other ambitions. 
Responsibility of school. 

American tendency to increase school's responsibility. 
Demarcation of responsibilities. 

Home work — proper control; written and oral work. 
Adjustment of school work by teaching staff; central control; physio- 
logical tests. 
Relations of teacher to family; attitude of teachers. 
Conference with parents. 
Influence of high schools on communities. 
Influence of principal and of individual teachers. 

References : 

Faunce, W. H. P., Moral Education in the Public Schools, Educational 

Review, April 1903, p. 340. 
Matthias, Praktische Padagogik, pp. 260-271. 
Schmidt, Fr. Hausaufgaben in Archiv fur die gesammte Psychologie, 

1904, III, pp. 33-I5I- 
Sadler, Sir Michael, Impressions of American Education, Educational 

Review, March 1903, pp. 221 ff. 
Munch, Geist des Lehramts, pp. 266 ff. 
Burnham, Wm. H., The Hygiene of Home Study in Pedagogical 

Seminary, XII, pp. 213-230. 
Whitton, School Review, VIII, pp. 261-267. 
Atkinson, How to Reach the Individual, School Review, VIII, pp. 377- 

387. 
Scudder, A Study of High School Pupils, School Review, VII, pp. 

197-214. 
Henderson, Education and the Larger Life, chap. VII. 
Dutton, Social Phases of Education, pp. 3-38, 223-240, 241-255. 
Mark, Individuality and the Moral Aim in Education, pp. 200-223. 
Brown, American High School, pp. 303-361. 
Grice, Home and School. 
Harding, The Parents Association of the School of Education, School 

Review, March 1910, pp. 153-158. 
Crouzet, Maitres et Parents; review in Educational Review, Nov. 1907. 
Swift, Standards of Efficiency in School and Life, Pedagogical Semi- 
nary, X, 3-22. 
Norwood and Hope, Higher Education of Boys in England, Part IV. 
Greenwood, The Home and School Life, Education, Nov. 1910, pp. 

179-190. 
King, Social Aspects of Education, pp. 62, 96; chaps. IV and V. 
Goodwin, School and Home, School Review, XVI, p. 320. 
Betts, Social Principles of Education, chap. V. 

XXVI. Hygiene of the School and the Pupils. 

School hygiene ; physicians ; architects ; sanitary engineers ; teachers. 

Relation to successful school-work. 

Arrangement — space — light — ventilation, school furniture. 



18 Theory and Practice of Teaching in the Secondary School 

Hygiene of pupils ; infectious diseases ; visual and aural tests. 

Influence of physical defects on mental capacity and attention. 

Defective utterance; voice of pupil and teacher. 

Abnormal and defective children; mental disorders; epilepsy; insuf- 
ficiency of sleep. 

Fatigue, mental and physical. 

Influence of tests. 

General nervousness of the young. 

Duration of lessons. 

Constitution of daily program. 

Intermissions. 

Instruction in nutrition. 

Hygiene of various lessons. 

Physical training. 

Gymnasium versus athletics. 

Medical inspection — Wiesbaden type of investigation. 
References : 

O'Shea, Dynamic Factors in Education, Part II, chaps. XII-XVIII, 
with bibliography, pp. 301-12. 

Shaw, E. R., School Hygiene, 1901. 

Baginsky, Ad., Handbuch der Schulhygiene. 

Bagley, Class-room Management, chaps. VI and XVI, p. 256 ff. 

Thorndike, E. L., The Principles of Teaching, chap. II. 

Matthias, Praktische Pddagogik (2nd. edition) pp. 143-151, or in first 
edition, pp. 260-379. 

Kotelmann, L., School Hygiene (Syracuse, 1889). 

Schwartz, H., The Study of Experimental Pedagogy in Germany, 
School Review, Dec. 1908, pp. 633-645. 

Heilman, Psychologie als Grundwissenschaft der Pddagogik, Leipzig, 
1907. 

Eulenberg und Bach, Schulgesundheitslehre, Berlin, 1899. 

Biirgerstein, Leo, Die GesundheitspHege in der Mittelschule, Wien, 
1887. 

Reports in Pedagogical Seminary, XIII, pp. 230-244, also XV, pp. 271- 
283. 

Internationales Archiv fur Schulhygiene, vols. I, II, III. The Second 
International Congress on School-Hygiene, report in Pedagogical 
Seminary, XIV, pp. 512-516. 

Osier, Address to Medical Students, Educational Review, Nov. 1907, 
pp. 431-2. 

Roller, Karl, Lehrerschaft und Schulhygiene, pp. 23-34. Teubner, 1907. 

Schiller, Herm., Der Stundenplan, Schiller-Ziehensche Sammlung von 
Abhandlungen. 

Burnham, Wlm. H., A Contribution to the Hygiene of Teaching, Peda- 
gogical Seminary, XI, pp. 488-97. 

Burnham, Wm. H., Hygiene of Spelling, Pedagogical Seminary, XIII, 
p. 494. 

Burnham, Wm. H., The Hygiene of Home Study, Pedagogical Semi- 
nary, XII, pp. 223-230. 

Meyerhardt, Economical Learning, Pedagogical Seminary, XIII, pp. 
145-184. 

Wood, Health and Education, Ninth Year-Book, National Society for 
the Study of Education, Part I (Bibliography, pp. 105-108). 



Secondary Education in the United States 19 

Gulick and Ayres, Medical Inspection of Schools. 

Allen, Civics and Health. 

Allen, A Broader Motive for School Hygiene, Atlantic Monthly, vol. 
CI, p. 824. 

Barton, Combination of the Social with the Physical Work at the Uni- 
versity of Toronto, American Physical Education Review, May 
1912. 

Gulick, Constructive Hygiene, Science, May 1910. 

Johnston, High School Education, chaps. XIX and XX. 

Brown, American High School, chap. XIII. 

Rapeer, Tentative Standard Plan for Medical Supervision of Schools, 
School and Home Education, May 1912. 

Taylor, Athletics and the Boy, Psychological Clinic, May 1912. 

Der Schularst — Zeitschrift fiir Gesundheitspflege II, 65. 

Massachusetts — Suggestions on Medical Inspection. 

Mackenzie, Medical Inspection of School Children, Edinburgh, 1904. 

Macmillan, Margaret, Labour and Childhood, chap. X. 

Pedagogical Seminary, VII, 70-94; IX, 296-323; X, 159-199 and 239- 
266; XIV, 289-304; XVI, 437-411. 

XXVII. Educational Administration — School Boards — Superintendence — 
School Policy — School Funds. 

City and rural schools and their expenditures. 

Instruction in administration. 

Supervision and inspection of Secondary Schools. 

Over-organization versus indifference. 

Function of the high school principal ; various types. 

References : 

Dutton and Snedden, Administration, chaps. VI-X with bibliography; 
chap. XVI and chap. XX. (The Administration of High Schools.) 

Prince, J. T., School Administration, chaps. VI and VII. 1906. 

Farrington, The Equipment of the School Principal, Educational Re- 
view, Jan. 1908, pp. 41-52. 

Cubberley, E. P., School Funds and their Apportionment, Teachers 
College Contributions to Education, chap. XIV. 

Chancellor, Our Schools, pp. 177 ff. 

Gulick and Ayres, Medical Inspection of Schools, 1908 (Charities 
Publication). 

Thurber, Principles of School Organization, Pedagogical Seminary, 
VII, 3SI-394- 

XXVIII. Certification and Examination. 
Certificated schools. 

The accrediting system — its growth — its efficiency. 

College entrance examination requirements. 

Their influence on the schools. 

Their influence on secondary education. 

College entrance examination board. 

Examination papers. 

References : 

Broome, E. C, A Historical and Critical Discussion of College En- 
trance Requirements, 1903. 



20 Theory and Practice of Teaching in the Secondary School 

Annual Reports of Secretary of College Entrance Examination Board. 
Hadley, A. T., Use and Control of Examinations, Educational Review, 

XXI, p. 286. 
Richardson, L. J., Accrediting Secondary Schools in California, 

School Review, Oct. 1902, pp. 615, 619. 
Whiting, A. S., Methods in Use of Accrediting Schools, School Re- 
view, Feb. 1903, pp. 138-148. 
Brown, J. F., in School Review, vol. XII, pp. 299-307. 
Scott, F. N, What the West wants in Preparatory English, School 

Review, Jan. 1909, pp. 10-20. 
Russell, James E., Educational Value of Examinations for Admission 

to College, School Review, Jan. 1903, pp. 42-54. 
Proceedings of Middle States Assn. of Colleges and Schools, 1902, 

P- 35 ff- 
Cary, C. P., Proposed Changes in the Accrediting of High Schools, 

School Review, April 1909, pp. 223-229. 

XXIX. Education of Women. 

Co-educational schools. 

The East and the West. 

Influence on England and Germany. 

Segregation. 

References : 

Hall, G. Stanley, Adolescence, chap. XVII, especially p. 612 ff. 

Co-education, a series of essays edited by Alice Woods, London, 1903. 

Co-education: Monatschrift fur hohere Schulen, IX, 13-26. 

Angell, Popular Science Monthly, LXII, p. 5. 

Badley, The Possibility of Co-education in English Schools in Eng- 
lish Special Reports, VI, 500-515. 

Report of Commissioner of Education, 1900, vol. II, 1241-47 ; 1908, I, 
90-94; 1903, 1075 (full bibliography of co-education) Educational 
Review, March 1907, 298-305, May 1908, 466-475, Oct. 1908, 295 ff. 

Harper, Wm. R., The Trend in Higher Education, chap. XVIII. 

Draper, A. S., Co-education in the United States, Educational Review, 
XXV, 109-29. 

Thomas, M. C, Should the Higher Education of Women Differ from 
That of Men? Educational Review, XXI, pp. 1-10. 

Parrish, C. S., Educational Review, XXII, pp. 383-96, and Walker, F. 
A., Educational Review, IV, pp. 334-338. 

Palmer, Alice F., in Palmer's The Teacher, etc. 

O'Shea, Tendencies in Co-education, in Proceedings of 12th Annual 
Meeting of North Central Assn. of Colleges and Secondary 
Schools, 1907, pp. 109-179, including several articles on Co-edu- 
cation versus Segregation; records of various experiments at 
Englewood, Cleveland, etc. 

Woman's Part in Public School Education, in Fiftieth Anniversary 
volume of National Education Association, 1906, pp. 51-72. 

Miller, E. P., Sex-selection of Studies in their Possible Influence on 
the Course of Education, Pedagogical Seminary, XIII, 94-103. 

Status and Personnel of Secondary Teaching Force, in Fourth Year- 
book, National Society Scientific Study of Education, pp. 38, 39, 

49- ff- 

Burstall, S. A., Impressions of American Education in 1908, chap. IX, 

258-83. 



Secondary Education in the United States 21 

Armstrong, Limited Segregation, School Review, XIV, pp. 726 ff, and 

XVIII, pp. 339-350. 
Garrod, H. B., Co-education of Boys and Girls, Educational Review 

(London), Jan. 1899. 
Rogers, Mrs., Why American Mothers Fail, Atlantic Monthly, vol. CI, 

259 ff. ; also Atlantic Monthly, vol. CIII, 734. 
Dolbear, Pedagogical Seminary, VIII, pp. 548 ff. 
Dyche, Wm., Co-education: Some Comparisons betzveen Boys and 

Girls, Educational Review (London), March 1899. 

XXX. Social Organization of the School. 
The corporate life of the school. 

Social activities and the necessity of their control. 

Government and self-government. 

Games. 

Fraternities, etc. 

Relation of school and community. 

References : 

Findlay, etc. The Corporate Life of the School, School Review, Dec. 

1907, pp. 744-53; School Review, Nov. 1908, pp. 601-08. 
Sadler, The School in its Relation to Social Organisation, Educational 

Review, Nov. 1904. 
Gulick, L. H., Team Games and Civic Loyalty, School Review, XIV, 

1908. 
Owen, W. B., Social Education Through the School, School Review, 

1907, pp. 11-26. 
The Fraternity Question, etc., School Review, XIV, pp. 492-504, and 

,P- 739- 
Smith, B. H., Self -Government in the Schools, Atlantic Monthly, Nov. 

1908. 
Puffer, J. A., Boys' Gangs, Pedagogical Seminary, XII, pp. 175-212. 
Ellis, A. C., The Relation of a Nation's Social Ideals to its Educational 

System, Pedagogical Seminary, XV, pp. 170-185. 
See Third Herbart Year-Book, for articles by William T. Harris and 

John Dewey, and Fifth Year-Book: Social Aim in Education. 
Sheldon, Institutional Activities of American Children, American 

Journal of Psychology, vol. IX. 
Johnson, Rudimentary Society Among Boys, Johns Hopkins Studies, 

No. 11. 
Bibliography in Pedagogical Seminary, vol. VII, p. 345. 
Norwood and Hope, Higher Education of Boys in England, Part IV. 
Brown, American High School, chaps. XI, XII. 
King, Social Aspects of Education. 
Betts, Social Principles of Education. 
Forbush, Social Pedagogy of Boyhood, Pedagogical Seminary, vol. II, 

pp. 307-346; see also Pedagog. Seminary, VII, pp. 13-69; IX, pp. 

81-91, and 221 ff. ; XV, pp. 75, 299, 550. 

XXXI. Moral Training — Conduct. 
Psychology of habit formation. 
Agencies for moral uplift. 
Place of teacher and class-work. 
Instruction, direct and indirect. 



22 Theory and Practice of Teaching in the Secondary School 

Play as a moral agent. 
Discipline. 

References : 

Thorndike, Principles of Teaching, chaps. VIII and XI. 

James, Talks to Teachers, chap. VIII. 

Colvin, The Learning Process, chaps. Ill and IV. 

Johnston, High School Education, chap. XVIII. 

King, Social Aspects of Education, chap. XX. 

Report of Commissioner of Education, 1909, vol. I, pp. 30-32. (Bibli- 
ography) . 

Meyers, George E. Pedagogical Seminary, vol. XIII (1906), pp. 409- 
460. 

Brereton, Cloudesley, How I Learnt to Teach, Educational Review 
(London), 1898-99. 

Sharp and Neumann, A Course in Moral Education for the High 
School, School Review, April 1912, pp. 228-245. 

Palmer, The Teacher, pp. 3-71. 

Sachs, The American Secondary School, pp. 1-84. 

Terman, Lewis M., The Pathology of School Discipline, New Eng- 
land Magazine, December 1909. 

Mark, Individuality and the Moral Aim in Education, pp. 107-116. 

Religious Education, February 1911; April 1911; February 1912; vol- 
umes devoted to Moral Education. 

Rugh, Charles E. and others, Moral Training in the Public Schools, 
(California Prize Essays). 

Brown, American High School, chap. XIII. 

XXXII. Vocational Education. 

Commercial education. 

Agricultural education. 

Industrial education. 

Trade education. 

Vocational courses for girls. 

Education for the professional vocations. 

Vocational guidance. 

References : 

King, Social Aspects of Education, chap. IX, Bibliography, pp. 172-176. 
King, Vocational Direction, chap. X, Bibliography, pp. 204-205. 
Bibliography in Report of New York State Dep't of Labor, 1908, 

PP- 357-394- 
Recent Volumes of Proc. N. E. A. 
Recent Reports of the Commissioner of Education. 
Recent Reports of the Commissioner of Labor. 
Reports of Massachusetts Commission on Industrial Education. 
Hanus, Beginnings of Industrial Education. 
Sadler, Continuation Schools in England and Elsewhere. 
Carnegie Foundation Fourth Annual Report, pp. 97-107. (A criticism 

of present standards of teaching agriculture). . 
Annals of American Academy of Political and Social Science, Jan. 

1909. (Vol. XXXIII, on Industrial Education). Plan used in 

Columbus, Ga., p. 42. 



Secondary Education in the United States 23 

Jones, Arthur J., Continuation Schools in the United States. Dept. of 
Interior — Bureau of Education, 1907. 

Report of Commissioner of Education for 1909, vol. I. Agricultural 
Education, pp. 137-149. Industrial Training, pp. 150-175. Home 
Economics, pp. 175-178. 

Vocational Education Circular, New York Education Dep't., Division 
of Trade Schools, A. D. Dean, Chief, Albany, Feb. 1, 1910. 

Wright, Carroll D., The Apprenticeship System in its Relation to In- 
dustrial Education, U. S. Bureau of Education Bulletin, 1908, 
No. 6. 

Hunter, W. B., The Fitchburg Plan of Industrial Education, School 
Review, March 1910, 166 ff. 

Russell, James E., School and Industrial Life, Educational Review, 
Dec. 1909; reprinted by Teachers College. 

Vocational Work in Y. M. C. A. ; see outline of course of study and 
publications of Educational Dep't generally. 

Butler, Nicholas Murray, Training for Vocation and for Avocation, 
Educational Review, December 1908, pp. 471-475. 

Child Workers of the Nation, Pub. National Child Labor Committee, 
1909. 

Lodge, T. H., Vocational Subjects in the Secondary Schools, Educa- 
tional Review, April 1910, pp. 333-341. 

Carman, G. N., Cooperation in School and Shop-promoting Industrial 
Efficiency, School Review, Feb. 1910, pp. 108-114. 

Rynearson, E., Cooperation of Business Men of Pittsburg with Com- 
mercial Dep't of its High School, School Review, May 1910, pp. 
.333-338. 

Child-Employing Industries, Report of National Child Labor Commit- 
tee, 1910. 

Parsons, F., Vocational Bureau, Arena, Aug. and Sept. 1908. 

Betts, Social Principles of Education, chap. VI, Vocational Modes of 
Experience. 

Johnston, High School Education, chap. XXIII. 

Educational Surveys and Vocational Guidance, Teachers College Rec- 
ord for January 1913. 



24 Theory and Practice of Teaching in the Secondary School 



Part II. Teaching of Subject-Groups in the Secondary 
School Course 

I. ENGLISH 

A. History of the Teaching of English in Secondary Schools before and 

after 1876. 

The necessity for the teaching of English; influence of changed con- 
ditions in population : why the school finds here one of its most 
serious duties. 

English as the unifying subject of high-school course. 

Influence of this theory on general construction of school programs. 

Comparative allotment of time to the subject. 

English in preparatory schools, academies and high schools; demands 
of the colleges ; character of the work they suggest. 

Recognition of the present necessity; the present state of knowledge 
with respect to English. 

References : 

Carpenter, Baker and Scott, The Teaching of English, pp. 37-51 ; also 
186. 

Chubb, Percival, The Teaching of English. 

Colby, J. R., Literature and Life in School. 

Colby, J. R., Study of Literature in the High School (Second Herbart 
Yearbook, p. 160 ff.) 

Colvin, S. S., Invention versus Form in English Composition, Peda- 
gogical Seminary, IX, pp. 393-421. 

Neilson, Wm, What May Colleges Expect? School Review, Feb. 
1908; see also School Review, Dec. 1908, p. 646 ff. 

Aiton, Geo. B., The Purpose of English in the High School, School 
Review, 1897, pp. 148-170. 

B. Theory of the Teaching of the Mother-Tongue in England, Germany 

and France. 

Moral importance assigned to the subject in Germany and France. 

The study of the mother-tongue considered as an organic unit; its 
component parts definitely organized — its place as the central sub- 
ject in all secondary courses — value of this policy. 

Special features of teaching the mother-tongue in France. 

Definiteness of organization of work in German and French schools; 
unity of purpose, how effected. A study of various text-books, how 
they are graduated. Governmental supervision of manuals and 
courses of instruction; aims as to enunciation, oral and written 
speech, style, acquaintance with literary masterpieces. 

Training of teachers, preparation and criticism of text-books and texts. 



Subject-Groups in the Secondary School Course 25 

References : 

Carpenter, Baker and Scott, pp. 26-36; 52-66. 

Dale, F. H., English Special Reports on Educational Subjects, I, pp. 
533-576. 

Farrington, French Secondary Schools, p. 210. 

Russell, James E., German Higher Schools, chap. XII. 

Hartog, P. J., Teaching the Mother-tongue in France, Educational Re- 
view, April, 1908, pp. 331-351- 

Revised Curricula, etc., for High Schools in Prussia, abstract from 
Ordinances of Prussian Ministry of Education in 1901 ; compare 
for study of mother-tongue, vol. IX of English Special Reports, 
p. 194, with statements in vol. Ill of same reports, pp. 268-271, 
and p. 316. 

Chesterton, The Defendant, pp. 124-131, On Neglect of Study of Eng- 
lish in England. 

Voss (Norwegian), Die padagogische V orbildung sum hbheren Lehr- 
amt in Preussen, p. 55 on instruction in the mother-tongue. 

Lehmann, Rud., Der Deutsche Unterricht (2nd edition) 1897, pp. 438- 
453- 

C. Relation of English Work in the Elementary School to that of the 
High School. 

Possibilities and limitations in elementary school; capacities of teach- 
ers ; material available ; method employed, aim. 

Difficulties of the task; paraphrasing and its dangers. 

The reading-series in elementary and secondary courses; its history; 
criticism; its present unpopularity; the substitute offered. 

The ideal of a reading series; kind of materials to be selected. 

The disciplinary feature; development of vocabulary, of thought, ex- 
periences. 

Ballad poetry. 

Model lessons for elementary teachers. 

Danger of over-interpretation and of illegitimate correlation. 

Factors of good elementary work. 

Character of grammar work in elementary school. 

References : 

Bryant, Sarah C, How to Tell Stories to Children, pp. 88-102. 

Reeder, R. R., The Historical Development of School Readers, Colum- 
bia Univ. Press, 1900. 

Ballad Poetry, Atlantic Educational Journal, Dec. 1908, p. 16 ff. 

MacClintock, P. L., Literature in the Elementary School (Univ. of 
Chicago Press, 1908). 

Welch, Literature in the Schools. 

Wolfe, L. E., Reading in the Elementary Schools, Educational Review, 
Oct. 1908, pp. 262-272. 

Huey, Psychology of Reading, chap. XIX. 

School (London) Sept. 1907, p. 70 ff., on selection of books for 
children in Germany; aims and method pursued. 

Colvin and Meyer, Imaginative Elements in the Work of School- 
children. Pedagogical Seminary, vol. XIII, 1906, pp. 84-93. 

Haliburton and Smith, Poetry in the Grades, Riverside Educational 
Monographs. 



26 Theory and Practice of Teaching in the Secondary School 

Hinsdale, B. A., Teaching the Language Arts, chaps. VIII-XIX. 
McMurry, Imaginative Literature for Children, Public School Journal, 

Nov. 1908. 
Smith, F. C, Pupils' Voluntary Reading, Pedagogical Seminary, XIV, 

pp. 208-222. 
Report on Teaching Technical Grammar in Elementary Schools, 

Teachers College Record, Jan. 191 1, pp. 7-25. 

D. Keynote of High School Work, Knowledge and Appreciation. 

Strip it of character of task. 

What features are subsidiary to central objects? 

Unity of the work develops power of reproduction. 

Influence on character. 

Relations of composition, rhetoric and literature. 

Consonance in method of advance. 

With what literary productions shall the school make the pupil ac- 
quainted, in what order, and how? 

Development of a rational four-year course. 

Mechanical methods of distribution of reading matter. 

Principles to be observed; the concentric idea. 

Reading for enjoyment and for study. 

Necessity of combating slovenly enunciation and expression ; elocution. 

First year's work of supreme importance; why? 

The short story — its character — various types. 

Various purposes in study of selections. 

The annotated text-book. 

What is appreciation? Appreciation versus criticism. 

Attitude of teacher toward critical estimate ; wise and unwise stimu- 
lation ; the historical method. 

Varieties of literary expression. 

Scope of work, guiding hand of teacher, nature of his own attainments 
and interest; width of collateral information. 

Special interests of teacher prevent monotony. 

References : 

Brown, G. P., On the Teaching of English in the High School, in Fifth 
Yearbook National Society for Scientific Study of Education, pp. 
44-60. 

Chubb, Menace of Pedantry, School Review, Jan. 1912, p. 34. 

Coblentz, H. C, School Review, April, 1909, p. 283. 

Lambert, L., The Study of English, in Education, Feb. 1909, pp. 351-59. 

Report of Conference Committee on High School English, School Re- 
view, Feb. 1909, pp. 85-88. 

O'Shea, Linguistic Development, chap. X, Efficiency in Oral Expression. 

On Treatment of Poetry, Monatschrift fur hohere Schulen, vol. Ill, 
Oct. 1904, pp. 481-486. 

Ellis, Havelock, On Learning to Write, Atlantic Monthly, Nov. 1908, 
pp. 626-32. 

Palmer, Self-expression in English. Riverside Educational Mono- 
graphs. 

Chubb, P., Teaching of English. On Enunciation, pp. 162-66. 



Subject-Groups in the Secondary School Course 27 

The Temporary Decay of the Short Story, Fortnightly Review, Oct. 

1908, pp. 631-642. 
Canby, Henry, The Short Story (Yale Studies in English), Holt and 

Co. 
Pitkin, Short Story Writing, Macmillan, 1912. 

Erskine, English in the High School, Educational Review, Nov. 1910. 
Albright, E. M., The Short Story (The Mamillan Co.) 
Matthews, Brander, Philosophy of the Short Story (Longmans). 
Lipsky, Rhythms of Prose Style, Archives of Psychology, Columbia 

Univ. 
Fitch, J. G., Lectures on Teaching, pp. 275-78. 
Faunce, Wm. G., The Humanising of Study, School Review, Oct. 1908, 

pp. 489 ff. 
Organisation of the Course of Literature, see English Journal, Feb. 

1912, 81. 
Mahy, Aesthetic Appreciation, School Review, XV, pp. 731 ff. 
Webster, English for Secondary Schools. 
Miller, Louise, School Review, Sept. 1909, p. 495. 
Smith, Jessie, English in Secondary Schools in England, Educ. Review, 

Oct. 1910. 

E. Balance between Poetry and Prose ; how to treat poetry in the class- 

room. 

Experience of foreign schools. 

Balance between everyday and literary language. 

Position of English teacher among his colleagues. 

Influence of entrance requirements and entrance examinations, and ac- 
crediting system ; how to meet this influence. 

Changes in requirements — present tendencies. 

History of entrance requirements. 

Harvard entrance requirements in English. 

References : 

Report of English Conference (sub-committee) in Report of Commit- 
tee of Ten, pp. 86-96 (U. S. Bureau of Education, publication No. 
205.) 

Report of National Educational Association of Teachers of English on 
Entrance Requirements, School Review, Dec. 1908, pp. 646-59. 

Scott, F., What the West Wants in Preparatory English, School Re- 
view, Jan. 1909, pp. 10 ff. 

The Teaching of Lyric Poetry. Bulletins of Illinois Association of 
Teachers of English, IV, 2 and 3 (Nov. 15, 1911). 

Buehler, Training of the Imagination in the Study of Literature, School 
Review, Dec. 1908. 

F. No Intrusion of Foreign Purpose into Primary Needs of English 

course. 
Teaching the method of interpretation. 
Develop a regular method of conducting class work with freedom in 

modifications. 
Division of work to be both practical and scientific. 
Distinction between reading and study tests. 



28 Theory and Practice of Teaching in the Secondary School 

Technical difficulties. 

Literature as Knowledge, as Science, as Art. 

Technical grammar : present attitude toward study of grammar. 

Use of excellent translations from the classics for content. 

What place shall be assigned to a study of history of English literature 

in the high school? 
English applied to work in other subjects, e. g., history, science, 

mathematics. 

References : 

On Translation of Classics, Classical Weekly, March 27, 1909, pp. 
161 ff. 

Lehman, Rud. Methods of Interpretation, Monatschift fur hohere 
Schulen, VI, 1907, pp. 656 ff. 

Chubb, P., Teaching of English, pp. 322 ff. 

Committee of Five on Terminology of English Grammar, School Re- 
view, Jany. 1912, 46 ff. 

Jespersen, Modern English Grammar, School Review, Oct. 1910. 

Brown, Readjustments in English Grammar, English Journal, Feb. 
1913, 81-92. 

Grammatical Nomenclature, a symposium, School Review, No. 191 1, 
p. 610. 

Rounds, C. R., Varying Systems of Nomenclature in Grammars, Edu- 
cational Review, June 1910, p. 82. 

Armstrong, Science in Education (National Education, London), 
1901, editor, Laurie Magnus, p. 122. 

G. Composition. 

Literary topics or everyday subjects? 

Conflict of tendencies. 

How can its place be maintained in the curriculum? 

Statement of composition topics. 

Work of correction, of discussion. 

Influence of school on imagination. 

Mechanical precision. 

Devices of clever teachers. 

Concentric idea in composition as against consecutive order of narra- 
tive, descriptive, argumentative writing. 

Relation between oral and written speech. 

Is a special vocabulary called for in written composition? 

Composition method in German schools ; is it correct or reprehen- 
sible ? 

Present attitude of German teachers.. 

References : 

Mead, Conflicting Ideals in Teaching English, Educational Review, 
March, 1903. 

Chubb, P., Teaching of English, p. 322 ff. 

Denney, J. V., Contributions to Rhetorical Theory (two problems of 
composition teaching.) 

Thurber, Saml., Five Axioms of Composition Teaching, School Re- 
view, 1897, pp. 7-17. 



Subject-Groups in the Secondary School Course 29 

II. HISTORY 

A. History of history teaching. 

Former neglect of history in the schools; its probable causes. 

What do the curricula show? 

Appreciation of its educational value in America and in Europe. 

History and literature together the core of a high-school course. 

History report in Report of Committee of Ten. 

Report of History Committee of Seven. 

The attitude of the American Historical Association. 

Result of detailed investigations of history-teaching. 

References : 

Bourne, Teaching of History and Civics. 

Adams, H. B., History of Teaching of History in U. S., Bureau of 

Education, Washington, 1887. 
White, Andrew D., Autobiography, vol. I. 
Hall, G. Stanley, and others, Methods of Teaching Historv (Heath & 

Co.) 
Hall, G. Stanley, The Pedagogy of History, in Pedagogical Seminary, 

XII, 339 ff. . 
Langlois and Seignobos, Introduction to Study of History. 
Jaeger, Oskar, Teaching of History, translated by Chaylor, Oxford, 



Salmon, Lucy M., Principles in Teaching History, First Yearbook, 
National Society for Scientific Study of Education, 1902. 

Turner, Ohio' Valley in American History, History Teachers Magazine, 
March 191 1, 147 ff. 

Droysen, Outlines of Principles of History, translated by E. B. An- 
drews, 1897. 

McMurry, F., Concentration, First Herbart Yearbook, pp. 61, 64. 

A History Syllabus for Secondary Schools (D. C. Heath & Co.), a 
practical elaboration of Report of Committee of Seven. 

Review of History Syllabus for Secondary Schools, School Review, 
Sept. 1905, 571. 

Are Modifications of the Report of Committee of Seven Desirable? 
N. E. History Teachers' Assn., April, 1908. 

Influence of Report of Committee of Seven, Educational Review, April 
1909, pp. 331-341- 

Proceedings of North Central History Teachers Assn., 1908, paper by 
Prof. West, pp. 12-20. 

Hart, A. B., International Prejudices, Am. Assoc, for International 
Conciliation. 

Cheyney, What is History ? History Teachers Magazine, Dec. 1910, 

75 ff- 

Fisher, Sydney G., The Legendary and Myth-making Process in His- 
tories of the Americal Revolution, Proceedings of American 
Philosophical Society, 51, April 1912. 

B. What knowledge of history should precede the high-school period? 
The varieties of history teaching in the elementary schools. 
The problem of history in the elementary schools. 
The concentric scheme; the part of the history teacher. 



30 Theory and Practice of Teaching in the Secondary School 

The value of a uniform course. 

Three stages; recognition of facts, interpretation, comprehension. 

References : 

Johnson, Henry, History in the Elementary School, Teachers College 

Record, Nov. 1908. 
McMurry, Chas. A., Special Method in History. 
Doub, W. C, Topical Discussion of American History, Teachers 

Manual (Whitaker, San Francisco). 
Report of Committee of Eight of American Historical Assn., Chas. 

Scribner's Sons. 
Mace, W. H., Method in History, chaps, on the Elementary Phases of 

History Teaching, pp. 255-311. 
Report of History Committee of Seven, Appendix by Miss Salmon, p. 

159 ff. 

C. The Place of History in the Secondary Curricula. 

The proper aim of history teaching in secondary schools; its scope 
and the methods to be applied. 

A preliminary course in Primitive History. 

Substance and form; principles of selection in history teaching. 

What are to be considered the essentials and the non-essentials? In- 
stitutions, constitutional problems. 

References : 

Fifth Herbart Yearbook, p. 68 (Theses of Prof. J. H. Robinson.) 

American Historical Association, vol. VII, p. 426. 

Mace, W. H., Method in History. 

Hall, G. Stanley, The Pedagogy of History, Pedagogical Seminary, 

XII, p. 339 ff... 
Stevens, R., Primitive History (Columbia M. A. dissertation), 1907. 

D. Specialization, or Breadth of Information in the High-School Stage? 
The source-method, the intensive study of a period; how to apply 

them. 

Effect on the mind of the student. 

Patriotism and prejudice. 

Sequence in study, and distribution as to time (number of years and 
of recitations per week). 

Facts versus motives and inferences; memorizing. 

Text-books — their relation to class-work. 

Brief or elaborate text-books? Supplementary reading. 

The teacher — his preparation, his qualifications; the art of narration 
in history. 

The German teacher of history. 

Recent changes in the methods of the French schools. 

How to study and teach history. 

Methods of conducting class-exercises in history. 

Correlation of history with geography, literature. 

Aids to historical study, visual and imaginative; documents, collec- 
tions, etc. General library facilities. 



Subject-Groups in the Secondary School Course 31 

References : 

Bourne, Teaching of History, chap. II, on Source Material. 

Historical Reprints, Univ. of Penn. 

Seignobos, Ch., L'Histoire dans I'enseignement secondaire, Armand 
Colin, Paris, 1906. 

DeGarmo, Interest and Education, p. 150 ff. 

Gillette, Reconstruction of History for Teaching Purposes, School Re- 
view, Oct. 1909. 

Freeman, Historical Geography. 

Bingham, Geographical Influences in American History. 

Semple, Ellen, American History and its Geographic Conditions. 

Davison, E. S., History in German Secondary Schools, Educational 
Review, XL, 356 ff. 

Training of High School History Teachers, History Teachers Maga- 
zine, Jan. 1913, p. 22; also June 1910, pp. 217 and 221 ff ; also Sept. 
1910, p. 5 ; Oct. 1909, p. 23. 

Use of the Text-book, History Teachers Magazine, June 1911. 

Semple, Ellen, Influence of Geographical Environment, Henry Holt & 
Co. 

Robinson, J. H., Introduction to the History of Western Europe, with 
2 vols, of readings. 

Matthias, Praktische Pddagogik, p. 39 (1st edition) and p. 45. 

Smith, Goldwin, Is History a Science f Amer. Historical Review, 
April 1905. 

Illustrative Material for Greek and Roman History, Teachers Bulle- 
tin, Univ. of Cincinnati, Dec. 1905. 

For History in German and French Schools, see Bibliography in 
Bourne, chap. III. 

Lloyd, J. E., History in Spencer's chapters on the Aims and Practice 
of Teaching (Cambridge, 1903), pp. 141-155. 

Museum of European Culture, History Teachers Magazine, Jan. 1913. 

The Historical Novel and Its Dangers, Classical Journal, April 191 1, 
296 ff. 

E. Effect on History Teaching of College Entrance Examinations. 

Types of examination questions, sound and unsound. 

The topical method of study; its value; written exposition. 

Large topics ; summaries ; comparative reviews. 

A needed modification of the recommendations of Committee of Seven. 

Distribution of material through high-school course; the value of a 

continuous history course. 
Modifications of present courses. 

References : 

On comprehensive topics: Lehrproben and Lehrgange, Heft 98, (1909) 

pp. 70-78. _ 
Possible Modifications of the Secondary School Courses, Sixth An- 
nual Convention of History Teachers of Middle States and Mary- 
land, 1908. 



32 Theory and Practice of Teaching in the Secondary School 

III. THE CLASSICS— LATIN AND GREEK 

A. The General Function of Language Teaching. 
Application to Latin. 
The prevailing estimate of the humanities (England, Germany, France, 

America) — opinions of humanists and scientists. 
Mastery of the vernacular influenced by knowledge of foreign tongue. 
Latin versus modern languages. 
The various types of the cultivated man. 

References : 

Bennett and Bristol, The Teaching of Latin and Greek, pp. 1-49 and 
bibliography to individual chapters. 

Dettweiler, P., Didaktik und Methodik des Lateinischen Unterrichts, 
Munich, pp. 10-19. 

Asquith, Right Hon. H. H., On Classical Culture, in Classical Weekly, 
Dec. 19, 1908, pp. 74-77. 

Bennett, Chas. E., An Ancient Schoolmaster's Message, Classical Jour- 
nal, vol. IV, pp. 149-164. 

Kelsey, F. W., The Position of Latin and Greek in American Educa- 
tion, Educational Review, Jan. 1907, pp. 59-76. 

Value for General Culture, Classical Weekly, vol. V, 71 ff., 98 ff., 
201 ff. 

Hale, W. G., Practical Value of Humanistic Studies, School Review, 
Dec. 191 1, 65 ff. 

The Literary Side of Classical Teaching, see Classical Journal, Oct. 
191 1, 34-40. 

Symposium on the value of Humanistic, particularly Classical studies, 
School Review, vol. XIV, pp. 389-414; XV, pp. 409-434; XVI, pp. 
370-390. 

Fitch, Lectures on Teaching, p. 226 ff. 

Conradi, F., Latin in the High School, Pedagogical Seminary, 1905, p. I. 

Leygues, M., quoted in Gabriel Compayre, Reform in Secondary Ed- 
ucation in France, Educational Review, Feb. 1903, p. 142. 

Schopenhauer, A., Art of Literature, pp. 43-46. 

Ramsay, Efficiency in Education. 

Sadler, Sir Michael, The Unrest in Secondary Education, English 
Special Reports, vol. IX, p. 93. 

B. The Prevailing Length of the Latin Course. 

Efforts to extend its duration. 

What facts do the secondary school statistics prove in regard to the 
popularity of Latin? 

The course in the classics in European schools of various types ; 
views of Paulsen and others. 

The usual distribution of the Latin work in the high-school course. 

What should be the aim of Latin teaching in the high school? 

Recent tendencies and reforms in Germany. 

Shall Latin be retained as a characteristic of all high-school work? 

What value attaches to one year of Latin, especially for English-speak- 
ing pupils ? 

Present time-allotment for Latin with relation to the amount of work 
undertaken ; criticism. 



Subject-Groups in the Secondary School Course 33 

References : 

Smalley, Frank, Status of Classical Studies in Secondary Schools, 

Classical Journal, I, March 1906, pp. 111-119. 
Report of Committee of Ten of the National Education Association, 

1903, p. 45, and pp. 60-75. 
Report of Committee of Twelve of the American Philological Assn., 

etc., 1899, (see Bennett, pp. 125-130.) 
Kirtland, Reconstruction of the Latin Course, Educational Review, 

Dec. 1910, pp. 440 ff. 
Reinhardt, K., Der altsprachliche Unterricht in dem Gymnasium nach 

dem Frankfurter Lehrplan. (Cf. for the Reform Movement the 

2nd edition of Dettweiler, pp. 256-266.) 
Waldeck, A., Praktische Anleitung sum Unterricht in der lateinischem 

Grammatik nach den neuen Lehrplanen, Halle, 1902. 
School for the Reform of Latin Teaching, Report of First Meeting 

(191 1 ), London: G. Bell and Sons. 
Lodge, Oral Latin, Proceedings of N. E. A., 1910, 403 ff. 

C. First-Year Work in a Four-Year Scheme of Latin. 
Prevalent methods; text -books. 
Aims and attainment. 
Character of class instruction. 
Desirable qualifications of teacher. 
Correlation of various stages of the work. 
Class-preparation and home-preparation. 
Acquisition of vocabulary ; theories. 
Proportion of oral and written work. 
A Caesar vocabulary or a wider vocabulary? 
Difficulties of first year's study ; results ; skill in method ; training in 

the art of study. 
Formal discipline versus content. 
Serviceable teaching devices. 

Significance of pronunciation, of Latin quantities, of concrete material. 
Introduction to tradition, thought and life of the Roman people 

through the subject matter presented. 
Comparative study of elementary text-books. 
Accuracy in forms fundamental. 
Relative importance of translation from Latin and translation into 

Latin. 
Place of syntax in first year's work. 
One or several grammars? 
The transition to connected reading. 
References : 

Bennett and Bristol, The Teaching of Latin and Greek, pp. 50-110; 

202-212. 
Monatschrift fur hohere Schulen, III, pp. 364 and 395 ff. 
Gurlitt, Lud., Lateinische Fibel fur Sexta, Berlin, 1897. 
Thring, Thinking in Shape, see National Education, a Symposium, 

London, 1901, pp. 115, 116. 
D'Ooge, Benj. First Year Latin, in School Review, Sept. 1902, pp. 

532-548. 



34 Theory and Practice of Teaching in the Secondary School 

Munch, Wilhelm, Geist des Lehramts, pp. 453 ff. (1st ed.) 

Lehrproben und Lehrg'dnge (Halle) No. 75, p. 8 and No. 91, p. 1. 

Sachs, J., Improved Standards in Teaching Latin, Classical Weekly, 
II, 169-174. 

Libbey, F. S., Vitalizing Latin, Classical Weekly, V, 122 ff. 

Sachs, J., Training of Teachers of Latin in Germany, Educational Re- 
view, May 191 1, 449-466. 

D. The Second Year of Latin. 

The general arrangement in most high schools concentrates work on 
Caesar. 

Description of its character and its results. 

Is it possible to interpose some other Latin text before Caesar? How 
would such an arrangement affect the work in Caesar? 

Record of various attempts in modification of existing practice. 

The actual teaching of Caesar versus the ideal attainable. 

The aim in translation, in appreciation of content; suggestions of 
practical aids to teaching; the value of summaries, of class-prep- 
aration of advance work. 

Extent of lesson; rate of advance. 

The use of illustrative material. 

Various editions and their distinguishing features. 

Value in the second year of translation into Latin. 

Our methods in Latin composition. 

Limitations; oral and written work. 

Retroversion. 

Beginnings of sight-reading. . 

What does sight-reading involve, how is it to be developed? 

Its relation to class work. 

References : 

Rouse, Oral Work, Classical Weekly, Oct. 31, 1908, p. 37. 
Modern Side Latin, School (London), Nov. 1906, p. 123. 
Carroll, M., The New Classical Philology, Classical Weekly, March 

20, 1909. 
Barss, John E., The Teaching of Latin Prose Composition. Latin 

Leaflet, Dec. 3, 1906, pp. 1-5. 
Howard, F. H., Caesar as a Text-Book, School Review, 1897, pp. 

561-587. Consult Bennett, pp. 150-151. 
Bradley, B. W., A Program of Reform, Classical Weekly; IV, pp. 2 ff. 

E. Sequence in Third- and Fourth-Year Work. 
Various theories and various practices. 
The effect of quantitative prescription on the school. 
Character of the examination-test. 

What does the college expect of its entering students in Latin? 
The cultural influences of the classics, how are they to be secured? 
Points to be emphasized in the study of Cicero, Ovid and Vergil. 
Reading versus translating. 
Effect of the departmental system on the teaching of the classics. 



Subject-Groups in the Secondary School Course 



35 



The teaching of ancient history in its relation to the classics. 
The Realia (objects of ancient life, etc.) 

References : 

Harris, Wm. T., Report of St. Louis Schools, 1872, on discussion of 
subject-matter in classical study. 

The Saalburg Collection, Classical Weekly, Jan. 23, 1909. 

White, E. L., Class-room Comprehension of Cicero, Classical Weekly, 
No. 9 and 16, 1907. On Translation-tests, see Report of Commit- 
tee on English in Report of Committee of Ten, section 7, on 
page 94. 

Sisson, Reading versus Translating, School Review, XV, pp. 508 ff. 
XVI, 664 ff. 

For the aesthetics of translation, see examples passim in Lane's Latin 
Grammar and Shorey, Paul, Discipline versus Dissipation, School 
Review, 1897, pp. 217 ff. 

F. Greek. 

Influence of college action on Greek in the schools. 

Varying points of view with respect to time allotment. 

Distribution of work; methods of procedure; some interesting recent 

experiments in the teaching of Greek in Germany. 
Emphasis in Greek work. 
Technical equipment of the teacher. 
General relation of Latin and Greek instruction to the teaching of 

English. 

1. for classical students. 

2. for non-classical students. 



References : 

Bristol, Geo. P., The Teaching of Greek in the Schools, (in volume: 
Bennett and Bristol, The Teaching of Latin and Greek; funda- 
mental and complete for English-speaking students.) 

Burgess, I. B., Bibliography, in School Review, V, pp. 625-635. 

German books of reference: Dettweiler, P., Didaktik und Methodik 
des lateinischen und griechischen Unterrichts, part IV, pp. 1-93. 

Wilamowitz — Mollendorff, U. von, Der Unterricht im Griechischen, 
in Lexis, Die Reform des hoheren Schulwesens in Preussen, 1902, 
pp. 157-176. 

Programm zur Erinnerung an H. L. Ahrcns, Hannover, 1882 (begin- 
ning study of Greek with Homer) . 

Agahd, Griechisches Elementarbuch aus Homer (Gottingen, 1904). 
Przygode und Engelmann, Griechischer Anfangsunterricht im 
Anschluss an Xenophons Anabasis (Berlin, 1904), I and II. 

Lehrproben und Lehrg'dnge, Halle, 36, 14. 

Waldeck, A., Die griechische Grammatik nach den neuen Lehrpl'dnen. 

Bruhn, E., Hilfsbuch fur den Griechischen Unterricht nach dem Frank- 
furter Lehrplan (Berlin, 1903). 

Numerous articles in Monatschrift fur hohere Schulen, vols. I-VITI. 



36 Theory and Practice of Teaching in the Secondary School 

IV. MODERN LANGUAGES— GERMAN AND FRENCH 

A. Various purposes of Modern Language Teaching. 

Its place in the high school. 

Shall it be introduced into our elementary schools? 

Shall one or two modern languages be studied by high-school pupils ? 

Character of prevailing modern language work in our high schools; 

influence of colleges. 
Discussions on values. 
What lessons in regard to language teaching may European experience 

of the last thirty years teach? 

References : 

English Special Reports on Educational Subjects, vol. Ill, papers by 

Ware, Brebner, Hausknecht; in vol. IX, pp. 232-234; in vol. I, 

PP- 397-400; vol. II, pp. 648-679. 
Spencer, F., Aims and Practice in Teaching, Cambridge, 1903, chap. 

Ill on French and German. 
Russell, James E., German Higher Schools, chap. XIV, pp. 266-290. 
Colbeck, C, On the Teaching of Modern Languages in Theory and 

Practice, 1887, (Pitt Press). 
Vietor, W., Quousque tandem ? Der Sprachunterricht muss umkehren, 

(2nd edition) Marburg, 1886. 
Report of Committee of Twelve CD. C. Heath & Co.) 
Storr, F., The Teaching of Modern Languages, in Barnett, Teaching 

and Organization, 1897, pp. 261-280. 
Hall, G. Stanley, Modem Languages, their Culture Value, Pedagogical 

Seminary, IV, pp. 370-379. See Educational Review, Feb. 1905. 
Methods of Teaching Modern Languages, D. C. Heath & Co., 1893. 
Rambeau, A., The Teaching of Modem Languages in the American 

High School, Die Neueren Sprachen, vol. XIII, No. 4, pp. 193 ff. 
Consult also Altschul, A, Die Neueren Sprachen, vol. XIV, pp. 405-418. 

405-418. 

B. Account of Present Tendencies in German and French Schools. 
The Reform Method; the history of its struggles and its successes; 

the leaders of the movement. 
The present status of modern language teaching in European schools. 

References : 

Compayre, G, Reform in Secondary Education in France, Educational 

Review, vol. XXV, p. 139. 
Breal, M., De l 'enseignement des langues vivantes, Paris, 1892. 
Sallwurk, E. v., Fiinf Kapitel vom Erlernen fremder Sprachen, Berlin, 

1889. 
Lacombe, Paul, Esquisse d'un Enseignement base sur la Psychologie. 
Schiller, H., Handbuch der Padagogik (2nd ed.), Leipzig, 1890, pp. 

505-535. 
Munch, W., Didaktik und Methodik des fransosischen Unterrichts (2nd 

ed.), Munich, 1902. 
Glauning, Fr. Didaktik und Methodik des englischen Unterrichts (2nd 

ed.), Munich, 1903. 



Subject-Groups in the Secondary School Course 37 

Mangold, W„, Der Unterricht im Fransosischen und Englischen, pp. 

191-226 of Lexis, Die Reform des hohcren Schulwesens in Preus- 

sen, Halle, 1902. 
Vietor's Neuere Sprachen, a journal devoted to modern language 

teaching, vols. I to XIV, passim. 
Lehrprobcn und Lehrgdnge, Halle, Heft 98, pp. 86-96, and numerous 

articles in its several issues, as well as in Monatschrift fiir hohere 

Schulen, vols. I-XI. 
Breymann, H., Die neusprachliche Reform literatur. 
Direct Method, Testing of Results, see School Review Monographs, 

III, p. 28 ff. 

C. How does Modern Language Teaching differ in Aims and Methods 

from the Teaching of the Classics? 

Its relation to the teaching of the vernacular. 

Phonetics. 

Pronunciation; acquisition of vocabulary; idiomatic ability; oral and 

written expression. 
Speaking exercises and the system of developing them. 
The question of translation from and into the foreign language. 

References : 

Bagster-Collins, German in Secondary Schools, Mamillan, 1904. 

Jespersen, Otto, How to Teach a Foreign Language, Macmillan, 1904. 

Jespersen, Otto, Phonetics, Educational Review, Feb. 1910, pp. 109 ff. 

Breul, Karl, The Teaching of Modern Foreign Languages and the 
Training of Teachers, Cambridge, 1906. 

Widgery, W. H., The Teaching of Languages in Schools, 2nd ed., 
London, 1903. 

Grandgent, C, Is Modern Language Teaching a Failure ? School Re- 
view, XV, pp. 513 ff. 

Walter, Max, Aneignung und Verarbeitung des Wortschatzes im 
Neusprachlichen Unterricht, Die Neueren Sprachen, Jan. 1907, 
PP- 513-537- 

Walter, Max, English nach dem Frankfurter Reformplan. 

Paulsen, Fr., Humanistic against Realistic Education, Educational Re- 
view, Jan. 1907. 

Modern Language Teaching, N. E. A. Reports, 1910, pp. 519-534. 

Sachs, Modern Languages in the Secondary School, Educational Re- 
view, Feb. 1905. 

D. The Object Lesson as an Aid to Modern Language Teaching. 

Material aids to teaching. 

Grammars. 

Text-books: the principles of selection; (length, ease or difficulty, 

appropriateness) ; the question of editing, of annotation. 
The relation between literary material and the life of the foreign 

people. 

References : 

Brebner, M., The Method of Teaching Modern Languages in Ger- 
many, London, 1898. 



38 Theory and Practice of Teaching in the Secondary School 

Passy, P., La Methode directe dans V enseignemeni des langues vi- 

vantes, Paris, 1899. 
Roden, A. v, Die V erwendung von Bildern zu franzosichen und eng- 

lischen Sprechubungen, Marburg, 1898. 
Bagster-Collins, German in Secondary Schools, pp. 77-80. 
Konversations-Unterricht nach Holzel's Bildertafeln (German, French, 

English, etc.) Giessen, Emil Roth. 
Rippmann, W., German Picture Vocabulary, Dent, 1906. 
See various articles by Rippmann and others in The School-World, 

1899. 
Collard, F., Methodologie de I'enseignement moyen, Bruxelles, 1903, 

Part II, chap. IV, pp. 342-381. 
Schweitzer-Simmonot, Methode directe pour I'enseignement de I'alle- 

mand (Paris, A. Colin.) 
Schmidt, R., Aus der Praxis des neusprachlichen Unterrichts, Mon- 

atschrift fur hohere Schulen, IX, 75-85. 
De Garmo, Interest and Attention, 149. 

E. The Native and the Foreign Teacher; Prerequisites of Success. 
Preparation and attainments. 
Study of conditions in America and abroad. 

Relation of college and university to the preparation of the teacher. 
The possibilities of a teaching career in modern language work. 
The pedagogy of modern language teaching in its relation to general 
pedagogy. 

References : 

Breul, Karl, The Teaching of Modern Foreign Languages and the 
Training of Teachers, pp. 78-101. 
Handbuch fur Lehrer hbherer Schulen, pp. 323-394, Teubner, 1906. 
Waetzoldt, S., Die Aufgabe des neusprachlichen Unterrichts und die 

Vorbildung der Lehrer, Berlin, 1892. 
English Special Reports on Educational Subjects, vol. Ill, No. 10, 

PP. 519-553- 

Babbitt, E. H., Preparation of Modern Language Teachers for Ameri- 
can Institutions, transactions of the Modern Language Assn., 
Baltimore, New series, vol. I. 

Gouin, F., The Art of Teaching and Studying Languages, 3rd edition, 
1892 (Scribner's). 

Langlois, V., La preparation professionelle a I'enseignement, second- 
are, Paris, 1902. 

Storr, The Art of Translation, Educational Review, Nov. 1909, 359-380. 

Armstrong, E. C., Place of Modern Languages in American Education, 
School Review, Nov. 191 1, 596 ff. 



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